Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education.

MLA

Probine, Sarah, et al. “Inquiry-Based Project Learning as an Approach to Foster Wellbeing, Sustained Focus, and Bi-Cultural Practice in Early Childhood Education.” Australasian Journal of Early Childhood, vol. 49, no. 1, Mar. 2024, pp. 49–62. EBSCOhost, https://doi.org/10.1177/18369391231212685.

APA

Probine, S., Perry, J., Alderson, J. M., Heta-Lensen, Y., Burke, R., & McAlevey, F. L. (2024). Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education. Australasian Journal of Early Childhood, 49(1), 49–62. https://doi.org/10.1177/18369391231212685

Chicago

Probine, Sarah, Jo Perry, Joanne Marie Alderson, Yo Heta-Lensen, Rachael Burke, and Fiona Louise McAlevey. 2024. “Inquiry-Based Project Learning as an Approach to Foster Wellbeing, Sustained Focus, and Bi-Cultural Practice in Early Childhood Education.” Australasian Journal of Early Childhood 49 (1): 49–62. doi:10.1177/18369391231212685.